I have had the opportunity to observe this grade on several occasions to this date. From the beginning of my observations I have been watching not only the teacher but also the students. I would rate this class to be mostly engaged in learning. Students are usually very attentive when the teacher is speaking and is for the most part doing as they were instructed. However, it's when the students are doing their work independently and during group work that I've noticed the widest range of behaviors. Some of these include chatting about events outside of school and staring off into space. Others will sometimes take out a book that has nothing to do with the lesson and begin reading until they are told to put it away when the teacher catches them. I've had the opportunity to participate in a lab where the students moved from station to station to make observations and record data. I was in the front of the classroom and the teacher was in the back. At my station the students would take off their goggles, try the experiment without first reading the directions and just talk about subjects other than what was in front of them. As I gazed across the room I could see that all students had their goggles on and was trying their best to at least look like they were doing what they were instructed to do. It was great to experience these common behaviors first hand. As far as the students that sit farthest away from the teacher I've found behaviors to be equally the same throughout the classroom due to my cooperating teacher scanning the room throughout the class period.
North Kingstown High School, grades 9 & 12
Observing a 9th grade Earth Science class is completely different than observing a 12th grade advanced placement Anatomy and Physiology class. On the average day the students from the 9th grade Earth Science class are for the most part compliant. I would rate this class to be in between mostly engaged and everyone engaged. While the students are generally great at not talking aloud in class while the teacher is presenting new information it seems like they stray easily off topic the minute they are allowed to individually work or work in pairs. All it takes is for the teacher to give a quick re-adjustment statement and everyone quickly calms down. Though you see a little bit of chattiness and note passing in the back row or the students farthest from the teacher on either side of the room it is pretty clear that the students know what is expected of them and they do their work sufficiently.
The 12th grade A&P class can be compared to a peaceful meandering river on a summer morning. This class is easily rated as everyone is engaged. Not only are these students engaged but it shows that they want to be there. My cooperating teacher makes coffee for these kids in the morning (at 50 cents a cup, it's Starbucks coffee...) and jokes with the "funny guy" in the front of the class. Though the class may get rowdy at the end of the period or before attendance is taken, once Ms. Koutabb lets them know that it's time to begin the period they all straigten up, listen, and participate. If the students are working on a project that needs to be done individually they will either work quietly in their notebook or with a lap top in front of them. One particular lesson I was pleasantly surprised with was when they had to do research on professionals in the medical field, which needed the aid of a lap top, and it was blissfully silent. Not one peep. When a bench-mate needed some help they would ask in a whisper as not to disturb their neighbors. This behavior was equally distributed throughout the classroom.
Reflections:
When it comes time to manage my classroom I hope to have classes like the ones I am currently observing. I've learned that scanning the room throughout the lesson is important to make sure everyone is on track and can catch students that are in need of extra help but feel embarrassed to ask for help. Also, I need to be weary of my classroom setup according to the age group of students. While a "row" setup is great for a high school it may be distracting and become an inviting way for middle schoolers to chat amongst themselves or pass notes during instruction. Also, while on the topic of classroom setup I will also pay close attention to my seating arrangements. Though I would love to put kids next to their best friends every day, it may not be beneficiary to their learning or others around them. To make it fair I would probably change the seating arrangements quarterly and allow students to pick their partners for larger projects done in school and after. My cooperating teachers have a pretty good grasp on the kids in their rooms, I will probably try mirroring their efforts during student teaching. If I feel like it's not working for me I'll change it so it fits my needs.
Deering Middle School, Grade 7
I have had the opportunity to observe this grade on several occasions to this date. From the beginning of my observations I have been watching not only the teacher but also the students. I would rate this class to be mostly engaged in learning. Students are usually very attentive when the teacher is speaking and is for the most part doing as they were instructed. However, it's when the students are doing their work independently and during group work that I've noticed the widest range of behaviors. Some of these include chatting about events outside of school and staring off into space. Others will sometimes take out a book that has nothing to do with the lesson and begin reading until they are told to put it away when the teacher catches them. I've had the opportunity to participate in a lab where the students moved from station to station to make observations and record data. I was in the front of the classroom and the teacher was in the back. At my station the students would take off their goggles, try the experiment without first reading the directions and just talk about subjects other than what was in front of them. As I gazed across the room I could see that all students had their goggles on and was trying their best to at least look like they were doing what they were instructed to do. It was great to experience these common behaviors first hand. As far as the students that sit farthest away from the teacher I've found behaviors to be equally the same throughout the classroom due to my cooperating teacher scanning the room throughout the class period.
North Kingstown High School, grades 9 & 12
Observing a 9th grade Earth Science class is completely different than observing a 12th grade advanced placement Anatomy and Physiology class. On the average day the students from the 9th grade Earth Science class are for the most part compliant. I would rate this class to be in between mostly engaged and everyone engaged. While the students are generally great at not talking aloud in class while the teacher is presenting new information it seems like they stray easily off topic the minute they are allowed to individually work or work in pairs. All it takes is for the teacher to give a quick re-adjustment statement and everyone quickly calms down. Though you see a little bit of chattiness and note passing in the back row or the students farthest from the teacher on either side of the room it is pretty clear that the students know what is expected of them and they do their work sufficiently.
The 12th grade A&P class can be compared to a peaceful meandering river on a summer morning. This class is easily rated as everyone is engaged. Not only are these students engaged but it shows that they want to be there. My cooperating teacher makes coffee for these kids in the morning (at 50 cents a cup, it's Starbucks coffee...) and jokes with the "funny guy" in the front of the class. Though the class may get rowdy at the end of the period or before attendance is taken, once Ms. Koutabb lets them know that it's time to begin the period they all straigten up, listen, and participate. If the students are working on a project that needs to be done individually they will either work quietly in their notebook or with a lap top in front of them. One particular lesson I was pleasantly surprised with was when they had to do research on professionals in the medical field, which needed the aid of a lap top, and it was blissfully silent. Not one peep. When a bench-mate needed some help they would ask in a whisper as not to disturb their neighbors. This behavior was equally distributed throughout the classroom.
Reflections:
When it comes time to manage my classroom I hope to have classes like the ones I am currently observing. I've learned that scanning the room throughout the lesson is important to make sure everyone is on track and can catch students that are in need of extra help but feel embarrassed to ask for help. Also, I need to be weary of my classroom setup according to the age group of students. While a "row" setup is great for a high school it may be distracting and become an inviting way for middle schoolers to chat amongst themselves or pass notes during instruction. Also, while on the topic of classroom setup I will also pay close attention to my seating arrangements. Though I would love to put kids next to their best friends every day, it may not be beneficiary to their learning or others around them. To make it fair I would probably change the seating arrangements quarterly and allow students to pick their partners for larger projects done in school and after. My cooperating teachers have a pretty good grasp on the kids in their rooms, I will probably try mirroring their efforts during student teaching. If I feel like it's not working for me I'll change it so it fits my needs.